Identify the District's method for identifying students with specific learning disabilities.

The Annual public Notice for the Carlisle Area School District contains all of the required components established by the PA Department of Education. The Capital Are Intermediate Unit (CAIU) publishes the Annual Public Notice for participating districts. The Annual Public Notice was most recently published in August 2013, on the district website, in the main office of school buildings, and in two local newspapers.

Child Study Teams are established in each school to assist students who are struggling. Data regarding the number of students referred to the CST process is gathered. Statistics regarding the number of students that were evaluated, and of those evaluated, the number that qualified for specially designed instruction is also monitored. The district is implementing a Response to Instruction and Intervention Model (RtII) in all elementary buildings.

Pennsylvania Special Education Regulations (14.125) outline the criteria needed for the determination of a Specific Learning Disability (SLD). These criteria are derived from the Federal Individuals with Disabilities Act (IDEA) regulations (300.309). The CASD is currently using the Discrepancy Model (discrepancy between ability and achievement) to identify students as having a Specific Learning Disability (SLD). To be identified as having a SLD:

* Student must display a discrepancy between ability and achievement, such that one or more areas of academic achievement are below a standardized measure of intellectual functioning.
* The area of academic achievement must be below the average range.
* The student must be performing below age or grade level standards int he district curriculum.

The district recognizes the value in an RtII Model for determining SLD, but is still working on the implementation of RtII with fidelity district wide.

Enrollment

Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities.

The Carlisle Area School District has significant disproportionalities in the disability categories of Autism and Speech/Language Impairment.

The LEA has a 15.6 % of special education enrollment in the area of Autism, compared to the state average of 8.6%. The district is aware of the growing need and continues to program accordingly. We will facilitate consistent support for all school personnel who provide instruction for students with Autism. The district continues to contract with VISTA Outreach services for Autism professional development, consultation and direct support to students, to include Social Skill development. District Emotional Support and Learning Support teachers continue to support students with Autism at the Itinerant and Supplemental level in the regular public school.

The LEA has a 27.9 % of special education enrollment in the area of Speech/Language Impairment, compared to the state average of 16.0 %. The district identifies Speech and Language needs early on, and programs accordingly. CASD operates an Intensive Speech Language Kindergarten program with a class size of 8. The special education teacher and kindergarten teacher collaborate closely for academic instruction, and a Speech Language Clinician supports the class. Additionally, the higher than state average of identification of students with Speech/Language Impairments can be closely linked to the higher than average number of students identified with Autism.

Non-Resident Students Oversight

How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?

How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)?

What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code?

Although the Carlisle Area School District is not host to a 1306 facility, we do have Carlisle students placed in 1306 facilities outside of our district. The Special Education department works collaboratively with the district registrar and district Child Accounting/PIMS staff to closely monitor these students. By attending ER/RR and IEP meetings, and by maintaining ongoing communication with the family and the facility, the district is able to uphold its obligations as the LEA, and ensure FAPE in the LRE. No barriers currently exist.

Incarcerated Students Oversight

Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE).

The District recognizes our operational responsibility to offer FAPE to each student who is eligible for special education until the student or students turns 21. Students who turn 21 are entitled to finish that school term.

Although no correctional institution is located in the district, if one did exist, the district would comply fully with the requirements of the IDEA and Chapter 14 regarding the identification, evaluation, placement and provision of special education services to all eligible school-age individuals housed therein. Eligible students are entitled to receive special education both when they are charged with a criminal offense and are awaiting trial and after they have been convicted of a criminal offense. Specifically, school districts providing special education services to incarcerated school-age individuals are required to:

1. comply with the "child-find" obligations of IDEA
2. utilize appropriate evaluation procedures and diagnostic/screening instruments to determine the eligibility and educational needs of inmates;
3. implement timely review and/or develop Individualized Education Programs ("IEPs") for eligible students in accordance with state and federal laws and regulations, including compliance with procedural safeguards; and
4. provide FAPE in conformity with the IEP.

Further, if a correctional institution were located in the District, the District would have a responsibility to adopt and use a system to locate and identify all students within the district's jurisdiction who are thought to be eligible and to determine those students' needs through a screening and evaluation process which meets the requirements of Chapter 14. Part of this responsibility is to provide annual public notices under Section 14.121. Districts should send their annual public notice to the warden of each county jail or prison within their jurisdiction. Furthermore, districts in which local correction institutions are located must develop a systematic, on-going means of communicating with these institutions to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated, and, when deemed eligible, offered FAPE. In addition, districts may obtain information from the Department's Penn Data database to determine whether school-age inmates have been previously identified as eligible for special education by contacting the Records Center at 717-541-8575 or 1-800-945-7854.

Finally, Section 614 (d) (6) (B) provides that if a child with a disability is convicted as an adult under state law and incarcerated in an adult prison, the child's IEP team may modify the child's IEP or placement notwithstanding the requirements of section 612 (a) (5) (A) and 614 (d) (1) (A) (least restrictive environment) if a bona fide security or compelling penological interest that cannot otherwise be accommodated is demonstrated. Where the continued delivery of services in a student's IEP is superseded by the duty of the local correction institution to maintain and control security, the school district must conduct and IEP meeting and revise the IEP accordingly, following the usual procedural safeguards provided for under Chapter 14.

Least Restrictive Environment

Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.

Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.)

Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met.

Ensuring Maximum Integration

The Carlisle Area School District provides a continuum of services and placement options for students with disabilities. Within the district, we offer Learning Support, Emotional Support, Autistic Support, Deaf/Hard of Hearing Support, Blind/Visually Impaired Support, Physical and Occupational Therapy, Speech and Language Therapy, and Life Skills Support. The District also participates in a consortium with five other surrounding school districts to provide more intensive services to students. The District utilizes the Capital Area Intermediate Unit for low incidence populations.

General education teachers meet as part of the IEP Team and are aware of the specially designed instruction (SDIs), via an IEP "snap shot" that is shared with them, that are needed for each student diagnosed with a disability. General education and special education teachers provide a co-teaching or an inclusionary environment for students with Learning Support needs K-12. As dictated by the Individualized Education Plan, the Emotional Support, Life Skills Support, Autistic Support and Alternative Education students are integrated into the regular education classes to the maximum extent possible. Since our students are being educated in a less restrictive environment, a large portion of our services have changed from Supplemental level of support to an Itinerant level of support.
Our goal is to provide supports and services for all students within the general education classroom. With training and support via PATTAN/PDE and the IU, the special education teachers have moved to a more proactive approach. Our special education teachers preview vocabulary and concepts with students so that when they are in the regular education classes, these students will be prepared in terms of background knowledge. The Carlisle Area School District will continue to incorporate more special education teachers into the regular education environment to provide support to our special needs populations. There is ongoing training regarding co-teaching practices with teams of co-teachers. RtII for Reading is implemented in all 7 elementary buildings, and the district has plans for RtII in Math and Behavior implementation in the near future. The district continues to utilize Learning Focused School strategies. In conjunction with the district's Reading Department, staff deliver research based interventions such as Wilson Reading, Fundations and SRA K-12.

Removal from the regular education setting to a more restrictive setting occurs only after the addition of all Supplementary Aids and Supports have been found to not be successful in meeting the student's needs. For students included in out of district placements or private institutions, we have established an intensive process so that they are able to participate in activities that their same age peers do. We do not have any students who do not participate in some degree with non-disabled peers. By attending annual IEP meetings and bi-yearly re-evaluation meetings, it allows us to ensure that our students are receiving exposure to programs and services that best meet the individual child's needs. The goal of the IEP team is to transition students, when appropriate, back to district. A Transition Plan or contract is used to monitor this process.

Supplementary Aids and Supports/Services

Collaborative Supports

Team meetings, treatment team meetings, co-planning
Paraprofessional Support
Parent training
Collaboration of Reading Department and Special Education
Department

The district has a State Performance Plan (SPP) in the area of Graduation and Drop Out Rates of the students with disabilities in the LEA. Compared to the state average, the district has a lower than average Graduation rate for students with disabilities, and a higher than average Drop Out Rate for student with disabilities. This is being addressed via Professional Development and Drop Out intervention groups with high school aged students conducted by a CASD School Psychologist.

Behavior Support Services

Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS). Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention. If the district also has School-Based Behavioral Health Services, please discuss it.

CASD School Board Policy # 113.2 outlines Behavior Support, and states that students with disabilities shall be educated in the least restrictive environment and shall only be placed in settings other than the regular class when the nature or severity of the student's disability is such that education in the regular education class supplementary aids and supports cannot be achieved satisfactorily. The IEP team for a student with disabilities shall develop a Positive Behavior Support Plan (PBSP) if the student requires specific intervention to address the behaviors that interfere with learning. The identification, evaluation and plan or program, shall be conducted and implemented in accordance with state and federal law and regulations.

The Board directs that the district's behavior support program shall be based on positive rather than negative techniques to ensure that students shall be free from demeaning treatment and unreasonable use of restraints or other aversive techniques. The use of restraints shall be considered a measure of least resort and shall only be used after other less restrictive measure including de-escalation has been tried. If a restraint occurs, the parent/guardian is notified immediately and the IEP team convenes within 10 days, unless a waiver is signed. At the meeting, the need for an FBA, or a new or revised PBSP is discussed. All restraints are reported to the state. Behavior Support programs and plans shall include a variety of research based techniques to develop and maintain skills that will enhance student opportunities for learning and self fulfillment.

In the Carlisle Area School District, SCM is used. Our two high school teachers of the Emotional Support program are trainers, who get re-certified annually. They train teams of teaches, counselors and administrators at the building level. The district Home School visitor and Social Worker are also trained. District paraprofessional staff are trained in de-escalation techniques as well. With support from our School Psychologists and Special Education Department Directors, teams at each building are supported in developing individual and classroom behavior plans that are positive in nature.

Intensive Interagency/Ensuring FAPE/Hard to Place Students

If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities.

Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA.

Discuss any expansion of the continuum of services planned during the life of this plan.

Ensuring FAPE

At the present time, the Carlisle Area School District has no unresolved issues with locating and ensuring FAPE for any individual student, or for a particular disability category. If a problem would arise in the future, the district would contact the Capital Area Intermediate Unit (CAIU # 15) Interagency Coordinator, MD/IDD (Mental Health/Intellectual Developmental Disabilities) , JPO (Juvenile Probation Office(r)), Children and Youth, or the Cumberland County CASSP Coordinator to schedule a team meeting. If need be, the assistance of the Regional Interagency Coordinator @ PaTTAN is also requested.

Had to Place Students

If presented with a student that presents a placement challenge, the district employs an out of district educational placement (OODP) to meet that student's needs. CASD collaborates with the CAIU and with Consortium operated classrooms. Additionally, New Story, River Rock, NHS, Yellow Breeches Educational Center and VISTA are utilized. Our school Social Worker assists both families and the school with obtaining BHRS services, to include Family Based and Wrap services. The use of Interagency support assists the district in meeting FAPE with a "hard to place" student.

Strengths and Highlights

Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents.

Students:

Students in the Carlisle Area School District are integrated into the regular education environment with their non-disabled peers to the maximum extent possible to ensure individual student success. The regular and special education teachers have received training on the inclusion of special needs students in the regular education environment, and work together as co-teaching teams to provided instruction. The district also utilizes paraprofessional support for students, so that they are able to be integrated into the regular education setting with success.

Parents/guardians:
We work collaboratively with parents/guardians and community members. We have offered training for our parents, and will continue to do so based on feedback from them regarding topics of interest/need. The district recognizes the importance of working closely with parents/guardians of our students with special needs, to ensure the most meaningful school experience for their child.

Paraprofessionals:
All of our Personal Care Aides have been trained in CPR and First Aid and ACT 126. The Personal Care Assistants not only assist in a one-to-one situation, but also work with multiple students with similar needs in the classroom. The Personal Care Assistants are able to participate in the numerous ACT 48 training opportunities that are offered over the summer and throughout the school year. The Carlisle Area School District continues to offer at least twenty hours of ACT 48 training opportunities geared specifically towards the paraprofessional job responsibilities. All district paraprofessionals are trained in Act 126.

Teachers:
The regular education and special education teachers have been trained over the years in the inclusion model of teaching. The Carlisle Area School District also continues to use best practices under the Learning Focused Schools (LFS) model. Learning Focused Schools embraces all students in the learning process, regardless of their abilities, and focuses on the essential parts of the curriculum by providing strategies and tools to help all students meet with success. A key element of Learning Focused Schools is the previewing of material for students, so as the lesson begins, they are able to start with the same knowledge base as their peers. Each year the teachers are asked to incorporate another aspect of Learning Focused Schools into their classrooms. We continue to see evidence of the success of the Learning Focused Schools initiative across all grade levels.

Administrators:
Building level administrators continue to receive on-going training regarding special education law and subsequent responsibilities. The Director of Special Education and the Associate Director of Special Education attend monthly meetings with building level administrators. Building principals schedule manifestation determination (MD) meetings inclusive of the IEP Team, as needed. The IEP Team also conducts Functional Behavior Assessments (FBA) to determine the "ABC's" of the behavior. A Positive Behavior Support Plan (PBSP) is then developed to increase the likelihood that the student will meet with success.
The building administrators have been very supportive of including the special education students into the regular education setting as much as possible. They continually encourage the regular education and special education teachers to work cooperatively and collaboratively with each other to ensure the success of all of our students.

Child Find:
The Annual Public Notice contains all of the required components established by the Department of Education. The Capital Area Intermediate Unit publishes the Annual Public Notice for participating districts. The Annual Public Notice is posted on the district website, in the main office of each building and in the two local newspapers. This was most recently published in June, 2013.
Child Study Teams are established in each school to assist staff with struggling students. Study groups and behavior groups have been formed within the schools in addition to the strategies implemented by the teaching staff. We are currently documenting the number of students referred to the CST process. We are looking at the number of students who were evaluated and of those evaluated, who qualified for specially designed instruction. The district implements the Response to Instruction and Intervention Model (RtII) for Reading. Training in RtII for Math and Behavior will occur in the near future. Building level meetings are held to review data and discuss intervention groups.

Preschool Transition:
The District partners with the Capital Area Intermediate Unit to conduct child find activities to identify preschool children who may have developmental delays or other disabilities. The CAIU coordinates transition meetings with the District staff when these children approach school age. The transition meetings are essential to create a learning environment where each student will be successful. CASD hosts two specialized classes, an Intensive Speech/Language class and a Primary Assessment class.

Transition-Secondary:
The Diversified Occupation Program remains an option for our high school special education students. The teacher of the DO program and our high school special education teacher, who works part-time as a transition coordinator, work together to support our special education students. This program provides career direction and offers on the job training and support to students with disabilities. We provide at a sheltered work shop for students who need a more structured and supportive learning environment. We also have a job coach who goes with a small number of students into the community for an assisted learning environment in a variety of settings in the community. The students are meeting with success in all areas. Students are able to earn high school credits for successful participation in the program. We continue to work on expanding student participation in these programs. Our district operated Life Skills classes participate at the Real Deal House, which is Consortium operated.

Community:
The district operated Emotional Support classes have successful classroom Incentive Programs and participate in Adventure Based Education (ABE) with our local YMCA. The YMCA also supports our Life Skills classrooms by offering swimming lessons. CASD has hosted the Local Special Olympics event with the support of Dickinson College, and many district classes volunteer at Project Share. The district Social Worker acts as a liaison for community agencies and families regarding school based services.

Assurances

Special Education Assurances

The Local Education Agency (District) has verified the following Assurances:

Implementation of a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district.

Implementation of a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child find data is collected, maintained and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The District implements mechanisms to disseminate child find information to the public, organizations, agencies and individuals on at least an annual basis.

Assurances of students with disabilities are included in general education programs and extracurricular and non-academic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program.

Compliance with the PA Department of Education, Bureau of Special Education's report revision notice process.

Following the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate.

Assurance of funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency.

24 P.S. §1306 and §1306.2 Facilities

There are no facilities.

Least Restrictive Environment Facilities

Facility Name

Type of Facility

Type of Service

Number of Students Placed

Big Spring School District

Neighboring School Districts

Life Skills Support

7

Big Spring School District

Neighboring School Districts

Multiple Disabilites Support

1

Big Spring School District

Neighboring School Districts

Learning Support

8

Mechancisburg Area School District

Neighboring School Districts

Multiple Disabilites Support

2

Mechancisburg Area School District

Neighboring School Districts

Therapuetic Emotional Support

1

South Middleton School District

Neighboring School Districts

Life Skills Support

2

River Rock Academy

Other

Alternative Education

14

VISTA School

Approved Private Schools

Autistic Support

2

Yellow Breeches Educational Center

Other

Emotional Support

11

Hilltop Academy

Special Education Centers

Emotional Support

5

Cumberland Valley School District

Neighboring School Districts

Life Skills Support

2

Sarah Reed Children's Center

Other

Emotional Support

1

Lower Dauphin School District

Neighboring School Districts

Emotional Support

1

Diakon

Other

Emotional Support

1

Devereux

Other

Learning Support

1

Cumberland Valley School District

Neighboring School Districts

Emotional Support

1

Derry Township School District

Neighboring School Districts

Autistic Support

1

KidsPeace

Other

Emotional Support

1

Special Education Program Profile
Program Position #1Operator: School DistrictPROGRAM SEGMENTS

Location/Building

Grade

Building Type

Support

Service Type

Age Range

Caseload

FTE

Bellaire Elementary School - BC

An Elementary School Building

A building in which General Education programs are operated

Itinerant

Learning Support

6 to 11

18

0.7

Justification: The Special Education teacher does not support/teach these student at the same time.

Bellaire Elementary School - BC

An Elementary School Building

A building in which General Education programs are operated

Supplemental (Less Than 80% but More Than 20%)

Learning Support

7 to 12

3

0.3

Justification: The Learning Support teacher does not teach/support these students at the same time.

Program Position #2Operator: School DistrictPROGRAM SEGMENTS

Location/Building

Grade

Building Type

Support

Service Type

Age Range

Caseload

FTE

Mt Holly Elementary School - BSM

An Elementary School Building

A building in which General Education programs are operated

Supplemental (Less Than 80% but More Than 20%)

Learning Support

5 to 6

8

1

Program Position #3Operator: School DistrictPROGRAM SEGMENTS

Location/Building

Grade

Building Type

Support

Service Type

Age Range

Caseload

FTE

North Dickinson Elementary School - SY

An Elementary School Building

A building in which General Education programs are operated

Supplemental (Less Than 80% but More Than 20%)

Life Skills Support

5 to 12

10

1

Justification: The Special Education teacher does not support/teach these students at the same time.

Program Position #4Operator: School DistrictPROGRAM SEGMENTS

Location/Building

Grade

Building Type

Support

Service Type

Age Range

Caseload

FTE

LeTort Elementary School - SL

An Elementary School Building

A building in which General Education programs are operated

Itinerant

Learning Support

5 to 11

20

1

Justification: The Special Education teacher does not support/teach these students at the same time.

Program Position #5Operator: School DistrictPROGRAM SEGMENTS

Location/Building

Grade

Building Type

Support

Service Type

Age Range

Caseload

FTE

Mt. Holly Elementary School-JM

An Elementary School Building

A building in which General Education programs are operated

Itinerant

Learning Support

8 to 11

10

0.7

Mt. Holly Elementary School-JM

An Elementary School Building

A building in which General Education programs are operated

Supplemental (Less Than 80% but More Than 20%)

Learning Support

9 to 10

3

0.3

Program Position #6Operator: School DistrictPROGRAM SEGMENTS

Location/Building

Grade

Building Type

Support

Service Type

Age Range

Caseload

FTE

Crestview Elementary School-KB

An Elementary School Building

A building in which General Education programs are operated

Itinerant

Learning Support

7 to 11

17

0.7

Justification: The Special Education teacher does not support/teach these students at the same time.

Crestview Elementrary School-KB

An Elementary School Building

A building in which General Education programs are operated

Supplemental (Less Than 80% but More Than 20%)

Learning Support

7 to 12

3

0.3

Justification: The Learning Support teacher does not support/teach these students at the same time.

Program Position #7Operator: School DistrictPROGRAM SEGMENTS

Location/Building

Grade

Building Type

Support

Service Type

Age Range

Caseload

FTE

North Dickinson Elementary School - SB

An Elementary School Building

A building in which General Education programs are operated

Itinerant

Learning Support

6 to 11

12

0.7

Justification: The Special Education teacher does not support/teach these students at the same time.

North Dickinson Elementary School - SB

An Elementary School Building

A building in which General Education programs are operated

Supplemental (Less Than 80% but More Than 20%)

Learning Support

10 to 10

1

0.3

Program Position #8Operator: School DistrictPROGRAM SEGMENTS

Location/Building

Grade

Building Type

Support

Service Type

Age Range

Caseload

FTE

Mooreland Elementary School-DD

An Elementary School Building

A building in which General Education programs are operated

Itinerant

Learning Support

6 to 11

6

0.7

Justification: The Special Education teacher does not support/teach these students at the same time.

Mooreland Elementary School-DD

An Elementary School Building

A building in which General Education programs are operated

Supplemental (Less Than 80% but More Than 20%)

Learning Support

8 to 10

2

0.3

Program Position #9Operator: School DistrictPROGRAM SEGMENTS

Location/Building

Grade

Building Type

Support

Service Type

Age Range

Caseload

FTE

Mooreland Elementary School - JB

An Elementary School Building

A building in which General Education programs are operated

Itinerant

Emotional Support

8 to 10

6

0.7

Mooreland Elementary School - JB

An Elementary School Building

A building in which General Education programs are operated

Supplemental (Less Than 80% but More Than 20%)

Emotional Support

7 to 11

3

0.3

Justification: The special education teacher does not support/teach these students at the same time.